LAC Reads Capacity Program Work Plan Year 4

The program, which began in 2014 and concludes in 2019, aims to enhance efforts to boost early grade reading outcomes through the development and dissemination of state-of-the-art knowledge resources and the provision of technical assistance to host country governments and other key stakeholders. The program's goals are achieved through the implementation of four results: evidence on early grade reading is collected, consolidated, and systematized for practical use by LAC region stakeholders; up-to-date knowledge about early-grade reading is actively disseminated to targeted audiences and stakeholders; institutional capacity to implement proven approaches for improving early-grade reading outcomes for poor and disadvantaged children is expanded; and sustainable platforms are in place through which efforts to improve early grade reading in priority LAC countries will be continued and strengthened. In Year 4, the program will focus on several key activities, including providing technical assistance and structure to the process of developing and finalizing Early Grade Learning (EGL) materials in French and Creole for grades one through four in Haiti. The program will also train teachers in the implementation of the Early Reading Project, including the use of EGL classroom materials, in 200 schools in Haiti. Additionally, the program will develop and implement monitoring procedures and feedback loops among schools, districts, zones, departments, and LRCP/Haiti and USAID personnel. The program will also continue its work in other countries, including Honduras, Nicaragua, Jamaica, and Guatemala, through partnerships with national-level implementing partners. In the Dominican Republic, the program will directly hire an EGL specialist to work closely with key EGL stakeholders in the country. In the Eastern Caribbean, the team will continue to collaborate with the USAID Early Learners Programme, implemented by the OECS. In Peru, the program will coordinate with USAID/Peru personnel on several specific activities in support of the transition and graduation plan for the USAID/Peru education portfolio. The program will also continue to coordinate with other related USAID projects at the central/regional level, including the Global Reading Network. The LRCP team will hold regular meetings and discussions with the AOR, as well as regular technical and financial reporting. A budget realignment has also been discussed and will be submitted during the first quarter of calendar year 2018. The program's personnel structure has been revised, with the position of the remaining Regional Coordinator elevated to cover all of the national level portfolios. A full-time Technical Coordinator position has also been added, which was filled by an existing staff member. The project team will continue to monitor and evaluate the personnel structure and make any adjustments needed throughout Year 4. The program's cross-cutting areas include program and partner management and staffing, monitoring and evaluation (M&E), and project reporting. The program will continue to work with existing national partners, including FEREMA in Honduras, CIASES in Nicaragua, EduConnectJA in Jamaica, and ASIES in Guatemala. The program will also continue to hold virtual and in-person meetings with project partners and stakeholders to ensure effective implementation of LRCP work.